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Complexity Theory and Language Development: In celebration of Diane Larsen-Freeman
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Complexity Theory and Language Development: In celebration of Diane Larsen-Freeman ...
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Exploring the Variability of the Preposition “In” in Written Communication
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Exploring the Variability of the Preposition “In” in Written Communication ...
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Learners’ privilege and responsibility: A critical examination of the experiences and perspectives of learners from Chinese backgrounds in the United States
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Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-teaching
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An Interview with APPLE Lecture Speaker Professor Brian MacWhinney
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Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom
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The Impact of Input Flooding and Textual Enhancement on Iranian EFL Learners’ Syntactic Development
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Embodied Vocabulary Explanation in ESL Group Interaction: A Preliminary Account
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Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement
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The Impact of Input Flooding and Textual Enhancement on Iranian EFL Learners’ Syntactic Development ...
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Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement ...
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Learners’ privilege and responsibility: A critical examination of the experiences and perspectives of learners from Chinese backgrounds in the United States ...
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Embodied Vocabulary Explanation in ESL Group Interaction: A Preliminary Account ...
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Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom ...
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Abstract:
Giving instructions for a classroom activity can be a tricky business in an English as a Foreign Language (EFL) classroom, especially when the students’ proficiency level is low and the instruction is composed of multiple steps. Teachers may depend on linguistic resources only so far as students can understand the words and grammar used, which limits the scope of verbal communication in giving instructions. When an instruction is composed of multiple steps, signaling when to carry out an individual component in the instruction may also require additional interactional work. Previous research on gesture in language classrooms has largely focused on gesture as a means to provide comprehensible input (e.g., Lazaraton, 2004; Taleghani-Nikazm, 2008) or its role in error correction (e.g., Muramoto, 1999). Gesture as a component of classroom management technique, e.g., regulating turn-taking traffic between a teacher’s instruction-giving and students’ response production, has rarely been discussed in the literature ...
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Keyword:
Applied linguistics; Classroom management; English language--Study and teaching--Foreign speakers--Methodology; Gesture; Second language acquisition
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URL: https://academiccommons.columbia.edu/doi/10.7916/D83B7B3J https://dx.doi.org/10.7916/d83b7b3j
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